人教版必修二Unit4教案设计

Unit 4 Wildlife protection How Daisy Learned To Help Wildlife

年级：高一

科目：英语

姓名：邴文娟

Unit4.Wildlife protection

年级：高一科目：英语姓名：邴文娟

一. Analysis of teaching material:

The main idea of the unit is "Wildlife protection". It is a topic that is very important everywhere. The main idea "How Daisy Learned To Protect Wildlife" of this passage is the core of the unit. It's a fairy tale, not expositoty writing. So it's easy to be accepted by students. Daisy's story shows students the problems of wildlife protection in three parts of the world: Tibet, Africa and the Brazilian rainforest. It also introduce the students to an organization (WWF) which works all over the world for wildlife protection. Through the passage we students love animals better than before and try their best to protect them.

二．Learning aims:

1. Get students to learn some useful new words and expressions.

2. Enable students to read and understand wildlife protection.

3. Enable students to learn how to use different reading strategies to read different reading materials.

三．Learning key points:

1. Enable students to master the reading skills such as skimming, scanning and how to get the main idea of a paragraph or passage.

2. Get students to understand the structures and meanings of some difficult sentences.

3. Have students make a discussion about wildlife protection.

四．The initial high cohesion:

1.分析下列句子成分

①She came. ②Our school is not far from my my home.

③All of us considered him honest. ④He buys a piece of glass.

⑤My grandmother brought me a pair of sports shoes.

五．Learning procedures:

Step I. Lead-in

Look at the picture .What are these animals?

As we all know, many kinds of animals are in danger of disappearing, and we call them endangered wildlife. Let’s come to the topic of this unit “Wildlife protection”, and understand more about antelop e

panda

tiger

wildlife protection.

Step II. Fasting reading

I will give you 5 minutes to read the text and get the answers to the questions.

⑴Which places did she travel to?

⑵Matching work:

Para.1 Elephants are being protected by the Zimbabwe

government.

Para2. The monkey is unhappy with the way humans are

dealing with the environment problems.

Para3. Daisy decided to be the voice of the wild animals.

Para4. Antelopes are likely to disappear altogether.

Step III. Careful reading

True or false:

1. Farmers hunted the elephants because they destroyed their farms. ( )

2. The elephant used to be well protected in Zimbabwe. ( )

3. In Zimbabwe, tourists love to see the elephants. ( )

4. The farmers in Zimbabwe get nothing from the elephants now. ( )

Step IV. Class test

Key sentences

①. Please take me to a distant land where I can find the animal that gave fur to make this sweater.

___________________________________________________________ ②Our fur is being used to make sweaters for people like you.

_____________________________________________

Retell the story by filling in the blanks

A girl called Daisy went _______ the help of a flying carpet to see the animals that gave their ________ to make her sweater. In Tibet she saw an antelope ________ sad who told her that they _________________ for the wool beneath their ___________ and that their fur was being used to make sweaters for people. ________ a result, they had become ___________. Daisy was sorry for https://www.wendangku.net/doc/7c18831415.html,ter, she went to Zimbabwe and found that she was being _________ by an elephant, who told Daisy that farmers ________ hunt them. Then the elephant said that later, the __________ took action to help both farmers and elephants. In the thick rainforest, Daisy saw a monkey _______ an insect over his body to _________ itself. For Daisy, it was an amazing ____________; she had learned so much about the wildlife.

Step V. Homework

Read the reading passage carefully and try to find the new grammatical structure in it.

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三、学情分析 （一）学生的知识水平 一方面，学生进入高一英语的学习，逐渐适应高中英语的学习方式，积累了一定的词汇量，并可以用英语简单表达自己的一些思想。另一方面，学生在生物学科中已经学了关于生态环境的一些知识，对野生动物的生存状态和产生原因有一定的了解，这都为本节课的进行奠定了良好的基础。 （二）学生的情感态度价值观 学生处在好动、善良、富有同情心的青少年时期，对动物具有比较强烈的兴趣，也可能对濒危的野生动物的遭遇给予极大的同情，并会热心地想办法来解决这个问题。但同时，学生可能也会有意无意地伤害一些动物，通过这堂课的学习，可以让学生意识到这种行为的错误。因此，这堂课可以让他们提高野生动物保护的意识，学会与大自然和睦相处，可以帮助他们形成正确的价值观，使未来的社会更加关注大自然。 （三）学生在学习过程中可能存在的问题 1. 学生虽然知道濒危野生动物的中文名称，但不知道大部分野生动物的英文名称。 2. 学生运用英语的能力可能会影响他们表达野生动物灭绝或减少的原因以及可以采取的措施。 （四）相应的策略